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managing a silent revolution: educational change in tamil nadu

Overview. What is Activity Based Learning (ABL)?Film

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managing a silent revolution: educational change in tamil nadu

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    3. What is Activity Based Learning?

    4. Implementation of ABL: Step by Step 2003-2004 13 model schools in Chennai 2004-2005: 250 Chennai Corporation Schools 2005 April: GOI recommendation of pilot across the state – 10 per block – 4000 schools Teacher training: 2005-2006: model school teachers – 1 week training – others – fundamentals and principles of ABL, along with preparation of worksheets to support textbooks

    5. From 4,000 to 37,000 schools 2006-07: Teachers & HTs & BRTEs – 5 day ABL training across the state Strengthening of model schools in every block Creation of master teachers, BRTEs & Education Officers in each district Visits from Districts to Chennai Corporation Schools

    6. From 4,000 to 37,000 schools (2) On-site support visits by Chennai Corporation team of teachers Involvement of District Collectors through interactions by the State Project Director (SPD) Continuous visits and response sessions by the State Resource persons including SPD, and Director of Elementary Education EDU-SAT conferences and Cluster Resource Centre (CRC) sessions for sharing of experience, FAQs Dept of Elementary Education’s recommendations on ABL

    8. The transition: ABL and ALM

    9. The need for English Unicef brought together the British Council and SSA, Tamil Nadu, to discuss ways they could improve English teaching methodology for class V teachers across the state.

    10. Expected outcomes Teachers will be better able to: use English with confidence in classroom transactions conduct language classes in English in order to maximise the learners’ exposure to the target language use a variety of language learning activities which meet the needs of all learners increase opportunities for oral interaction between learners allowing then to practice their speaking skills and thereby increase their competence and confidence levels exploit the standard V text book to create opportunities for learners to interact in English

    11. 900 Master Trainers: Selection Process We have 412 blocks. All block level BRTEs (English) have been selected. We have 30 DIETs, Two lecturers from each DIET teaching English for Pre-service students have been selected. 240 Class 5 Teachers selected by the British Council and SSA

    12. Results of Diagnostic Test Each applicant was given a grade according to the Common European Framework (CEF) 32 teachers scored C1 160 teachers scored B2 149 teachers scored B1 40 teachers scored A2 2 teachers scored A1

    13. Course Delivery

    14. Partner Roles

    15. Methodology

    16. Some learning points: Collaboration Recognition by all of knowledge and expertise of each partner - at all levels Shared expectations – at all levels Flexibility – one size does not fit all Role and responsibilities agreed and followed through - at all levels

    17. Some learning points: Experience SSA have had successful experience of managing and implementing ABL – carries over to other projects Teachers have already had significant amount of ‘reculturing’ – open to change Selection criteria used for venues (access, close to adjoining districts, transport links, facilities, affordability, initiative of local administrators) Training staggered so only 50% of teachers called out at any one time

    18. Some learning points: Flexible and consultative planning All involved in planning have local knowledge 3-day interim planning workshop for MTs at block level allows for adaptation (x 30 districts) Distributed materials at planning workshops AEOs and CEOs gave feedback on materials and model Feedback taken formally and informally by all three partners and shared openly

    19. Some learning points: Communication Closed User Group mobile network for 1,500 administrators Use of Edusat to communicate with and seek feedback from Master Trainers and Teachers - we ‘work as a family’ All levels knew the objectives and had clear information about the logistics and their role – ‘shared understanding’ Each district submitted reports to SSA State and district level presence at all trainings

    20. Some learning points: Maintaining standards within the model No more than 40 per batch for initial training and cascade Only one layer in cascade – less risk of transmission loss Teacher and BRTE pairs where possible Residential training for Master Trainers Selection of Teachers Training during term time

    21. Sustainability and follow-up Identification of 30 ‘expert’ master trainers who facilitated planning workshops Classroom level monitoring and evaluation Films in each district and supporting materials for BRCs and CRCs Additional courses by radio, Edusat, online

    22. Thank you

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